From Person Centered Planning to Person Centered Thinking to A
TRI-STATE WEBINAR SERIES Map webinar Handouts.pdf · Institute, Person Centered Planning Education...
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3/2/17 1 TRI-STATE WEBINAR SERIES Person-Centered Planning: Creating a Map to your Student’s Future Tri State Webinar Series 2015-2016 Presented by: Sonja Peetz TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214. The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. This presentation is a collaborative effort between the following: Tri-State Autism Spectrum Disorder Webinar Series
Transcript of TRI-STATE WEBINAR SERIES Map webinar Handouts.pdf · Institute, Person Centered Planning Education...
3/2/17
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TRI-STATE WEBINAR SERIES Person-Centered Planning: Creating a Map to your Student’s Future
Tri State Webinar Series 2015-2016
Presented by: Sonja Peetz
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.
This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
This presentation is a collaborative effort between the following:
Tri-State Autism Spectrum Disorder Webinar Series
3/2/17
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Presenter Information
Sonja Peetz, M.S.Ed, is the Northeast Regional ASD Coordinator for the Nebraska Autism Spectrum Disorders Network. She provides assistance and information about evidence-based trainings to local school districts and parents of children and youth with ASD.
Tri State Webinar Series 2015-2016
Participant Outcomes
• Learn what Future Planning is and how can it be used
• Identify common characteristics of Future Planning Mapping.
• Identify Future Planning frames and how to complete a map.
• Learn facilitation tips to complete a map. • Identify limitations of Futures Planning.
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What is it…
• A representation of the frames of our lives
• A representation of each person in the Focus Group
• Information is presented graphically in Frames to more accurately represent the communicative process
What is it…
• A Graphic representation of the “big picture”
• Take action to improve the person’s life • Develop a Positive Futures Plan
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How can it be used…
• Empower • Build Bridges • Define roles and responsibilities • Enhance IEP development • Clarify the purpose of an educational plan
Different Models
• Person Centered Planning • Future Planning • Future Mapping • Family Centered Planning • Other Various Names…
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Whatever the name- Similar Goals • Presence and Participation in the Community
• Developing and Maintaining Relationships with Friends and Family
• Making Choices and Expressing Preferences
• To Gain Personal Dignity and be Afforded Respect in the Community
• To Exercise Personal Competence
True or False
Person Centered planning can only be used as a tool for Transition planning in a School District….
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False….
Person Centered planning can be used in numerous ways and have multiple outcomes….
Tri State Webinar Series 2015-2016
Next steps….
• Setting the date – seems easy right… • Identify the key players • Send out the agenda or the map in advance so participants can have time to think about responses
• Think about how you are going to structure the room or environment for maximum participation
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The Agenda
• Purpose of planning – to gain insight into the events of yesterday, review current plan, and map the road to the future. Create Group Norms.
• The Relationship Map • The Places Map • Where I’ve Been
The Agenda
• The Personal Preferences Map • The Future Map- Fears, Hopes and Dreams
• The Action Plan (Opportunities and Obstacles)
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The Relationship Map…. • Purpose: To identify personal support, assistance, and
opportunities to build friendships.
The Relationship Map
Target Person
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The Places Map…. • Purpose: To describe the pattern of daily life.
The
Pla
ces
Map
Places I’d like to visit but haven’t been to yet……..
6.Others
5.Visitedinfrequently
4.Visitedmonthly
3.Visitedweekly
2.Visiteddaily
1.Home
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Where I’ve Been Map…. • Purpose: To describe the history of social communication
and academics .
Where I’ve Been Socially (Five years ago)- (How I interacted with my peers and family)
Now I….
Academically (Five years ago)-
Now I…..
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The Personal Preferences Map…. • Purpose: To identify personal support, assistance, and
opportunities to build friendships.
The Personal Preferences Map
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The Personal Preferences Map
Fears…. • Purpose: To explore inner thoughts about our fears for
the future.
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The Future Map….
• Purpose: To explore inner thoughts about our fears for the future.
• Home Dreams • Work / Job Dreams • Community Dreams • Personal Life Dreams
The
Futu
re
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Question: The team has been working on the maps and you are
approaching the 90 minute mark for the meeting end. As the facilitator, what should you do?
A. Hurry to get through the material B. Skip the less important maps C. Refer to the group norms and adjust if necessary D. Reschedule the meeting
Tri State Webinar Series 2015-2016
Question: If the team has been working on the maps and you are
approaching the 90 minute mark for the meeting end. As the facilitator, what should you do?
A. Hurry to get through the material B. Skip the less important maps C. Refer to the group norms and adjust if necessary D. Reschedule the meeting
Tri State Webinar Series 2015-2016
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The Action Plan
Obstacles: Opportunities: Action?
Who will do? What date will this be completed?
Translating Mapping Data into Transition Planning Goals and Objectives
• Create personal profile and future vision maps for all transition age youth
• Bring maps to IEP/transition planning meetings
• Discuss themes, things that work and things that don’t work, in the personal profile maps
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Translating Mapping Data into Transition Planning Goals and Objectives
• Discuss the future vision map • Discuss each transition planning area along with associated mapping data.
• Select educational environments and activities for instruction based upon mapping information, other assessment information, demographics of the community, and school logistics
Translating Mapping Data into Transition Planning Goals and Objectives
• Develop IEP/transition planning goals • For each goal, determine necessary IEP/transition planning components
• Repeat this process!
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These maps may be created as part of personal futures planning team activities such as…
A. Units in high school self-advocacy or career exploration activities
B. As youth group or church activities C. As family activities D. All of the above
Tri State Webinar Series 2015-2016
These maps may be created as part of personal futures planning team activities such as…
A. Units in high school self-advocacy or career exploration activities
B. As youth group or church activities C. As family activities D. All of the above
Tri State Webinar Series 2015-2016
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Facilitation Tips
• Before the meeting • At the meeting • At the end of the meeting
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Limitations of Futures Planning
• The profile will not provide all of the information needed for a comprehensive support plan
• The process is never complete • Family life and environments are always changing
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Limitations of Futures Planning
• New and different support must constantly be evaluated and addressed
• The process requires systems change for the agencies involved in the procedure
Where to go after the Future Plan
• Continue working together as a team! • Modify support plan and futures plan as needed
• Use the information learned in the meeting to develop a more comprehensive plan for the focus student
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References National Parent Center on Transition and Employment-
whttp://www.pacer.org/transition/learning-center/independent-community-living/person-centered.asp
Cornell University ILR School Employment and Disability Institute, Person Centered Planning Education Site, www.personcenteredplanning.org
Person-centered planning with MAPS and PATH: a workbook for facilitators John O'Brien - Jack Pearpoint - Inclusion Press - 2002
Tri State Webinar Series 2015-2016
THANK YOU! Sonja Peetz
Tri State Webinar Series 2015-2016
